The purpose of this descriptive, exploratory study was to analyze, with focus on the referential of the communicative action paradigm, what were listed as ease and difficulties by fifteen students of specialization courses in Nursing concerning the teaching process of the discipline of Scientific Investigation Methods. The categories expressed as ease and difficulties regarding the discipline's content, the elaboration of the research project and its development were analyzed in accordance with the standardized types of communicative action. After the analysis there could be noticed an emergence of elements at different development levels interpreted in a sequence of communication forms that show no commitment with innovation or change of the teaching process, demonstrating the disturbances of the consensus in this process.